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How do I become a teacher in BC? From ChatGPT:
To become a teacher in British Columbia, Canada, you will need to follow these steps:

  1. Obtain a Bachelor's degree: You must have a Bachelor's degree from a recognized post-secondary institution. Your degree should be in a relevant field, such as computer science, engineering, or technology education.
  2. Obtain a teaching degree or certificate: You will need to complete a teacher education program or obtain a teaching certificate to become a certified teacher in British Columbia. The program should be accredited by the BC Ministry of Education.
  3. Gain teaching experience: You will need to gain classroom teaching experience by completing a teacher practicum or by working as a teacher on a temporary or permanent basis.
  4. Obtain a BC teaching certificate: You will need to apply for and obtain a BC teaching certificate from the Ministry of Education. This will require you to provide proof of your education, teaching experience, and criminal record check.
  5. Apply for a teaching position: Once you have your teaching certificate, you can apply for teaching positions in British Columbia. You can search for job openings on the BC Public School Employers' Association website or on other job search websites.
  6. Keep your skills up-to-date: As a teacher, it is important to stay up-to-date with the latest developments in your specialist areas, such as tech ed, language methodology, etc. You can do this by joining professional specialist associations which support your ability to access professional development courses and workshops, networking with other educators, and engaging in ongoing learning.
It is important to note that the requirements to become a teacher in a particular domain (such as Career Education, Home Economics, Tech Education) may vary depending on the school district and the specific job you are applying for. You should research the requirements for the district or school where you wish to teach to ensure you meet all the necessary qualifications.
Q: How worried do I need to be about getting in trouble or getting disciplined? 

Some people accuse the system of being too slack with discipline (when in reality it's actually not all teachers doing the investigating.... That is unfortunately a problematic misconception.) Others worry that disciplinary procedures are too extreme and thus scare people away from the teaching profession.  The truth is actually neither of the above. 

Teachers will typically not be investigated for making a simple, innocent mistake, unless they show a pattern of behaviour or of poor judgement.  There is no need to excessively worry - get informed, take union training workshops, read disciplinary cases so you are on top of what kinds of mistakes get made. Be thoughtful and professional. When in doubt, seek advice from colleagues. As long as you are abiding by the Standards for BC Educators and following direction set by your district and admin, you should be okay. 

Teachers will typically be only investigated if there is a consistent, substantial concern around an individual's professionalism; a pattern of behaviour that warrants extra attention and concern from the employer. 

When in doubt, or for further clarification, contact your local union office and/or 

Scenario 1: a principal or VP might call a teacher in for a meeting with a union rep, just to address a concern. This is not disciplinary. The union rep is only there so the teacher is not alone, and they might take notes, but the notes are just for the teacher and for the union 'just in case'. They won't get sent to the union unless the staff rep feels it's important to forward it on.  If the concern gets addressed, no need to worry. Move on and chalk it up to a regular learning journey. 

Scenario 2: a principal or VP might call a teacher in for a meeting with a union rep, to address a concern. 
There is a letter (or email) of expectation that follows the meeting, summarizing the recommendations and expectations expressed in the meeting. The member (teacher) requests a release day in order to attend training to support their capacity to enact those expectations. The member develops their skills and the problems don't arise again. The local may have an agreement with the district that the letter of expectation can be removed from the member's file after a certain # of years. 

Scenario 3: a principal or VP might call a teacher in for a meeting with a union rep, to address a concern. There is a letter (or email) of expectation that follows the meeting, summarizing the recommendations and expectations expressed in the meeting. 
The concern doesn't get addressed by the teacher. The pattern of mistakes continues to perpetuate. Admin will at this point call another meeting and perhaps organize an observation to check the quality of instruction. Admin observes, notices some better ways to support the teacher, interventions and supports are put in place, the concerns get fixed, and everyone moves on. 

Scenario 4: a principal or VP might call a teacher in for a meeting with a union rep, to address a concern. There is a letter (or email) of expectation that follows the meeting, summarizing the recommendations and expectations expressed in the meeting. 
The concern doesn't get addressed by the teacher. The pattern of mistakes continues to perpetuate. Admin will at this point call another meeting and perhaps organize an observation to check the quality of instruction. Admin observes, notices some better ways to support the teacher, interventions and supports are put in place. The concerns do not improve, the teacher continue making similar mistakes (often relating to judgement or criticism of the district). The district then has grounds to pursue further investigation, documentation, and discipline. 


WORK IN PROGRESS